Turkish EFL teachers' classroom management orientations: Investigating the role of demographic characteristics

"The present study aims to investigate the classroom management orientations of Turkish in-service teachers of English teaching at the English preparatory programs of universities in Turkey and examine the effects of a number of demographic characteristics which are teachers' age, gender, teaching experience and educational level." The study answers (a) what classroom management orientations are according to teachers' demographic features and (b) whether EFL teachers' classroom management orientations show any significant difference depending on their demographic characteristics. To the study, 97 preparatory school English teachers attended from 7 foundation and public universities in Istanbul. Data was collected through"ABCC inventory" which aimed to measure teacher perception of"classroom management"approaches. The findings show that Turkish teachers adopted an interactionalist approach to instructional management and behavioural management. On the contrary, teachers were non-interventionist in pe. man. Age was not a significant determiner in any management dimension. Moreover, the same results were found for gender and experience level which did not show any significant difference.